Abstract
This study examines factors that help to account for the large inequalities in the reading and numeracy skills of children aged 6–14 in Uganda. The analysis is based on a sub-sample of the Uwezo assessment and survey data of 2018. Attention is drawn to the effects of child absenteeism, ‘memory difficulty’, different kinds of household technology, preschool experience, private school attendance and regional poverty. It is argued that interventions needed to achieve more equitable outcomes would imply a stronger commitment to state responsibility for education, both at the pre-primary and the primary level. Further research on school practices that enhance the learning of basic skills is also recommended.
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